Reading those first few pages of the print edition of the book brings us in contact not only with Couros’s lovely writing voice, but also, not surprisingly, with a variety of additional resources through references to videos and a few other books. Nothing revolutionary there…until we decide to take advantage of absorbing the book’s contents by pursuing all available contents, including those videos. So, instead of doing what I’ve done in the past—reading the text and promising myself that I would go back to the “extended content” that includes those videos and other books, I’ve taken a more leisurely approach this time around. When Couros mentions Dan Brown’s “An Open Letter to Educators” video (accessible on YouTube from my laptop or mobile device), I take the 6.5 minutes required to watch the video, then return to the book with a far deeper, visceral, engaging understanding of the point Couros is making about the need for us to change our approach to teaching at the moment I’m reading these words. And when he includes a quote from 17-year-old TEDx presenter Kate Simonds’ “I’m Seventeen” talk, I bring her right into my learning space (and hear her plea for more collaboration among learners and learning facilitators) by watching the 13.5-minute video of that session before returning to the printed pages of the book that now, for me, includes that encounter with Simonds. And when Couros writes about how the O2 commercial “‘Be More Dog’ illustrates how a decision can lead to extreme and positive changes,” I follow the link and enjoy a good, thought-provoking moment courtesy of the access I have to that commercial via YouTube so it, too, is part of my reading experience today.

Couros writes, on p. 7, that the book “is all about how we can make the most of learning to create meaningful change and provide better opportunities in our schools.” From where I sit, I believe it also shows how our onsite-online “blended learning” landscape offers us training-teaching-learning-doing opportunities we have not had until recently. It also offers us the opportunity I’m documenting here to step back from our own learning, while engaged in the learning process, to see how something as simple as the act of reading continues to evolve and affect us in ways we are not adequately noting.

It’s a theme that also came up recently among those of us participating in the latest episode of Maurice Coleman’s wonderful biweekly library training-teaching-learning podcast T is for Training. We were engaged in a conversation about a resource (“Liberating Structures”) we had been exploring, and I temporarily stopped the conversation by noting how “blended” our session had become. The four of us on T is for Training were physically sitting in our offices on opposite coasts of the United States, learning from each other through that dynamic virtual learning space created by Maurice’s fabulous online-facilitation skills that fostered an online discussion that immediately became an archived learning object (created, in true Connectivist fashion, by the learners themselves) for anyone else who wanted to access it online as soon as it was posted. And our discussion—in a way that parallels what I’m experiencing as I read a blended printed-online version of The Innovator’s Mindset—seamlessly moved back and forth between the online resources we were reading-exploring-citing while carrying on that online discussion. This is the act of reading as part of an ever-expanding conversation that connects live and asynchronous participants in ways that bring new learning opportunities to us in an approach limited only by our imaginations, our online-search skills, and our access to the technology that puts those resources and participants into our reading-learning spaces.

My exploration of this expanded version of reading a book in preparation for the live IMMOOC session online today comes full circle as I come across citations from a few other books. There is one I have already read in print format, so Couros’s quote from the book rekindles the pleasure of recalling and re-using material already read and absorbed; it becomes woven into my current reading-learning experience and, in the process, gains new life. And as I come across a couple of other references, I quickly find excerpts online from those books so I can skim them and make them part of this immediate reading experience, if time allows, before the live session begins.

Couros, in referring to the “Be More Dog” video, tells us that “[t]he line from the video that resonates most with me is, ‘Look at the world today; it’s amazing.’” And as I prepare for the first live, online interactions I will have with my #IMMOOC colleagues later today, I’m struck—as I always am by first-rate learning experiences—by how amazing the changes in reading and learning continue to be…particularly with the added perspective of an innovator’s mindset.

N.B. — This is the first in a series of posts inspired by Season 3 of #IMMOOC.